综合训练01 7选5+阅读理解组合练（01）（全国通用）2026年高考英语一轮复习高效培优系列

7选5+阅读理解组合练（01） 考试时间：50分钟 满分：50 每小题2.5分 得分： 1.阅读理解 A 体裁：应用文 字数：266 话题：环保使命 Join the National Geographic Society in Protecting Our Planet The future of life on the Earth depends on the survival of our ocean, which regulates the climate and provides food and livelihood for billions of people. However, climate change, overfishing, and other threats are destroying this irreplaceable resource. Our commitment The National Geographic Society is dedicated to protecting our global ocean and other critical ecosystems across the globe. How you can help The kindness and generosity of people like you enable our explorers to work on conserving marine life, rainforest, fresh water, and other ecosystems globally — a mission we have been committed to for a long time. By donating $35 or more, you can become a contributing Member and support our explorers and the society’s efforts to preserve the wonders of our world. Your contribution will back the society’s explorers and mission programs that employ science and storytelling to inspire actions. Urgency of our mission This work is urgent. Scientists emphasize the need to protect at least 30% of the lands, fresh water, and the ocean by 2030 to tackle the crises of biodiversity loss and climate change. While the task tests our ability and determination, together we can spread a message of hope and possibility, inspiring more people to act in defense of our ocean and other ecosystems around the world. Join and contact us Make a difference today by joining us with a gift of $35 or more. Help us protect the planet for future generations. For more information or to make a donation, please visit National Geographic Society’s website to contact us. 1．What do we know about the National Geographic Society? A．It is good at developing natural resources. B．It is aiming at offering food to many people. C．It is devoted to teaching the storytelling skills. D．It is committed to environmental conservation. 2．What is the task done by the National Geographic Society like? A．Challenging but necessary. B．Easy and fun. C．Time-saving and effortless. D．Urgent but unnoticed. 3．What is the main purpose of the text? A．To employ scientists. B．To report economic crises. C．To encourage donations. D．To introduce natural threats. 【答案】1．D 2．A 3．C 【解析】本文是一篇应用文。主要介绍国家地理学会的环保使命，呼吁人们捐款支持其保护地球生态的工作。 1．细节理解题。根据“Our commitment”部分中的“The National Geographic Society is dedicated to protecting our global ocean and other critical ecosystems across the globe.(国家地理学会致力于保护全球海洋和其他重要的生态系统)”可知，该学会致力于环境保护。故选D项。 2．推理判断题。根据Urgency of our mission中的“This work is urgent. Scientists emphasize the need to protect at least 30% of the lands, fresh water, and the ocean by 2030 to tackle the crises of biodiversity loss and climate change. While the task tests our ability and determination (这项工作很紧迫。科学家强调，为应对生物多样性丧失和气候变化的危机，到2030年至少需要保护30%的土地、淡水和海洋。尽管这项任务考验着我们的能力和决心)”可知，任务有挑战性但却是必要的。故选A项。 3．推理判断题。通读全文，文章多次强调“By donating $35 or more, you can become a contributing Member(捐款35美元或以上可成为捐赠会员)”以及“Make a difference today by joining us with a gift of $35 or more(今天捐赠35美元或以上，加入我们，发挥作用)”，由此推知，文章核心目的是鼓励人们捐款支持环保工作。故选C项。 B 体裁：记叙文 字数：357 话题：人物故事 On April 27, seven La Salle students traveled to Oregon Episcopal School (OES) to attend the annual Oregon Girls Sports Leadership Summit (OGSLS), aiming to educate participants on leadership and prepare them to be leaders in their own communities. About 200 students were in attendance, coming from schools all over Oregon to spend a day at OES. For freshman Ella Manson, the experiences OGSLS’s major speaker, Chantel Tremitiere, a former Women’s National Basketball Association(WNBA) athlete shared were the most impactful part of the event. She shared her views after years of playing professional basketball and the struggles she pushed through on her path to success. “She faced so many challenges in her life,” Manson said. “But she overcame them all and came out stronger.” Following Tremitiere’s speech, students were dismissed into “breakout sessions”, where they engaged in an activity called “compass (指南针) points”. The results of the quiz they took pointed them towards what sort of leader they were: north, south, east, or west, named for the points of a compass. Each point corresponded to a certain set of characteristics in different types of leaders — the action leader, the brainstorming leader, the empathetic (有同理心的) leader or the analytical leader. Freshman Tilden Babinec-Love found this activity to be the most useful. “Listening to other people talk about theirs, I’d think, ‘Oh, should I try to be more like that?’” Babinec-Love said. “Just listening to everyone’s different views was really cool.” At last, students were dismissed to lunch, where they heard from the last speaker of the day, Sam Moore, a sports scientist, who specializes in the effects of female hormones on their performance and well- being as athletes. After Moore spoke, the students were made to enter a breakout room where they were grouped based on the characteristics most important to them. Tournament- style, the students narrowed down their options until they reached a “Final Four”, helping them define the qualities they should focus on the most. Overall, the event was a success — it had a little something for everyone, regardless of their age, the sport they play or their past experiences with sports. 4．What does Ella Manson most probably think of Chantel Tremitiere? A．Confident. B．Strong-willed. C．Defensive. D．Warm-hearted. 5．What were the students asked to do in the activity “compass points”? A．Take a test. B．Analyze a leader. C．Fix a compass. D．Listen to a speech. 6．Why did Babinec-Love highly praise the activity? A．It made her aware of her weakness. B．It improved her listening skills. C．It gave her access to different cultures. D．It enabled her to learn from others. 7．What does the author imply in the text? A．Leadership skills are formed in practices. B．Being a leader should be every student’s focus. C．The OGSLS’ activities are beneficial to students. D．Leadership skills are the key to achieving success. 【答案】4．B 5．A 6．D 7．C 【解析】这是一篇记叙文，文章主要讲述4月27日，七名拉萨尔学生前往Oregon Episcopal学校参加一年一度的俄勒冈女孩体育领导力峰会的经历以及他们的收获。 4．推理判断题。根据第二段中“‘She faced so many challenges in her life,’ Manson said. ‘But she overcame them all and came out stronger.’(‘她在生活中面临着很多挑战。’Manson 说。‘但她克服了这一切，变得更坚强了。’)”可知，Ella Manson最有可能认为Chantel Tremitiere意志坚强，故选B。 5．细节理解题。根据第三段中“The results of the quiz they took pointed them towards what sort of leader they were: north, south, east, or west, named for the points of a compass.(测试的结果告诉他们自己属于哪一种领导：北方、南方、东方还是西方，以指南针的点命名)”可知，学生们在“compass points”活动中被要求参加了测试，故选A。 6．细节理解题。根据第四段中““Listening to other people talk about theirs, I’d think, ‘Oh, should I try to be more like that?’” Babinec-Love said. “Just listening to everyone’s different views was really cool.”(“听别人谈论他们的故事，我会想，‘哦，我应该试着变得更像他们吗?’” Babinec-Love说。“倾听每个人的不同观点真的很酷。”)”可知，Babinec-Love称赞这次活动是因为这让她能够向别人学习，故选D。 7．推理判断题。根据第二段中“For freshman Ella Manson, the experiences OGSLS’s major speaker, Chantel Tremitiere, a former Women’s National Basketball Association(WNBA) athlete shared were the most impactful part of the event.(对于大一新生Ella Manson来说，OGSLS的主要演讲者、前美国女子篮球协会(WNBA)运动员Chantel Tremitiere分享的经历是此次活动中最具影响力的部分)”、第四段中“Freshman Tilden Babinec-Love found this activity to be the most useful.(大一新生Tilden Babinec-Love发现这个活动是最有用的)”和最后一段“Overall, the event was a success — it had a little something for everyone, regardless of their age, the sport they play or their past experiences with sports.(总的来说，这次活动是成功的——它为每个人都提供了一点东西，不管他们的年龄，他们所从事的运动或他们过去的体育经历)”可知，OGSLS的活动对学生有益，故选C。 C 体裁：说明文 字数：329 话题：人与自然——用蜂巢围栏解决人象冲突 Around the world, farmland is increasingly overlapping with elephant habitats, often resulting in dangerous interactions as elephants roam over people’s crops. But in Kenya, after decades of investigation, inspired by local knowledge of elephants’ dislike of beehives, researchers have come up with a simple but ingenious solution to discourage elephants: strings of beehive fences. These buzzing (嗡嗡响的) barriers are offering a gentle but effective way of reducing fights between farmers and elephants. The human-elephant conflict is a growing issue in several areas. In Kenya, where the population and demand for resources is growing, human-inhabited areas are increasingly overlapping with elephants’ ranges. Combined with the recovery of some elephant populations, this is leading to greater chance of conflicts between humans and these elephants. “Expansion of agricultural land, logging, urbanization, and getting smaller of elephant habitats are forcing elephants to make their way to human settlements in search of food and water,” says Greta Francesca Iori, an Ethiopian-Italian advisor on elephant conservation. To prevent these conflicts, scientists and locals have tested a variety of solutions to prevent elephants, from electric fences, watchtowers to noise-makers, but using bees to scare away elephants has emerged as a particularly promising and efficient tool. In the early 2000s, ecologist Fritz Vollrath and Iain Douglas-Hamilton heard a folk story about how trees in certain areas were not damaged by elephants because they had beehives in them. Inspired by the tale, they began working and confirmed that elephants avoid wild beehives and even make a series of sounds and warnings to others to stay away. Fritz Vollrath and Iain Douglas-Hamilton designed beehive fences. The fence goes all around a farm, with hives placed every 10 m between two posts. Attracted by natural attractants such as beeswax and lemongrass oil, African honeybees naturally multiply the beehives. Besides protecting crops, the fences produce honey for extra income and free farmers—often the front-line defenders—from risky nighttime guarding. And they are now spreading across the world, from Mozambique to Thailand. 8．What does the underlined word “ingenious” in paragraph 1 mean? A．Clever. B．Excusable. C．Uncertain. D．Challenging. 9．What is the main reason for elephants’ entry into human settlements? A．Farmers attract them with crops. B．Climate change reduces their habitats. C．Beehives frighten them away from forests. D．Human activities destroy their homes. 10．How did researchers develop the solution of using beehives? A．After studying elephants’ eating habits. B．Through scientific proof of a folk story. C．By copying Thailand’s elephant defense. D．Using high-tech sound warning systems. 11．What is the author’s attitude to the beehive-fence solution? A．Skeptical. B．Tolerant. C．Dismissive. D．Approving. 【答案】8．A 9．D 10．B 11．D 【解析】本文是一篇说明文。主要介绍肯尼亚研究人员受大象不喜蜂巢的启发，用蜂巢围栏解决人象冲突的方案及相关背景。 8．词句猜测题。根据第一段中的“inspired by local knowledge of elephants’ dislike of beehives, researchers have come up with a simple but ingenious solution to discourage elephants: strings of beehive fences. These buzzing barriers are offering a gentle but effective way of reducing fights between farmers and elephants.(研究人员受当地人了解大象不喜蜂巢这一知识的启发，想出了一个简单却 ingenious的驱赶大象的办法：一串蜂巢围栏。这些嗡嗡作响的屏障为减少农民与大象之间的冲突提供了一种温和且有效的方式)”可知，这个用蜂巢围栏解决人象冲突的方案既简单又有效，由此可推测“ingenious”意为“巧妙的，聪明的”。故选A项。 9．细节理解题。根据第二段中的“Expansion of agricultural land, logging, urbanization, and getting smaller of elephant habitats are forcing elephants to make their way to human settlements in search of food and water, (农业用地扩张、伐木、城市化以及大象栖息地的缩小，正迫使大象前往人类聚居地寻找食物和水源)”可知，是人类活动破坏了大象的栖息地，导致大象进入人类聚居地。故选D项。 10．细节理解题。根据第三段中的“In the early 2000s, ecologist Fritz Vollrath and Iain Douglas-Hamilton heard a folk story about how trees in certain areas were not damaged by elephants because they had beehives in them. Inspired by the tale, they began working and confirmed that elephants avoid wild beehives...(21世纪初，生态学家弗里茨·沃尔拉特和伊恩·道格拉斯·汉密尔顿听到一个民间故事：某些地区的树木因树上有蜂巢而未被大象破坏。受这个故事启发，他们开始研究，并证实大象会避开野生蜂巢……)”可知，研究人员是通过对一个民间故事的科学验证，得出了用蜂巢驱赶大象的解决方案。故选B项。 11．推理判断题。根据第一段中的“These buzzing barriers are offering a gentle but effective way of reducing fights between farmers and elephants.(这些嗡嗡作响的屏障为减少农民与大象之间的冲突提供了一种温和且有效的方式)”以及第四段中的“B Besides protecting crops, the fences produce honey for extra income and free farmers—often the front-line defenders—from risky nighttime guarding. And they are now spreading across the world, from Mozambique to Thailand. (除了保护农作物外，围栏还生产蜂蜜，以获得额外收入，并使农民（通常是前线卫士）免受危险的夜间守卫。它们现在正在世界各地传播，从莫桑比克到泰国。)”可知，作者强调了蜂巢围栏的多种益处，且提到其在全球的推广，由此可判断作者对该方案持认可态度。故选D项。 D 体裁：说明文 字数：338 话题：研究报告 Have you ever found yourself having intrusive (侵扰的) thoughts about something you haven’t finished? Maybe a half-done work project is keeping you up at night or the suspenseful plot of a novel you’re reading keeps circling your thoughts. There is a reason why it’s so hard to stop thinking about uncompleted and interrupted tasks, and psychologists called it the Zeigarnik effect (Z-effect). The Zeigarnik effect was first observed by a Russian psychologist named Bluma Zeigarnik. While sitting in a busy restaurant in Vienna, Zeigarnik noted that the waiters had better memories of unpaid orders. Once the bill was paid, however, the waiters had trouble remembering the exact details of the orders. Zeigarnik did a series of experiments, in which participants were asked to complete simple tasks such as putting together puzzles, or solving math problems. Half of the participants were interrupted partway through doing these tasks. After an hour-long wait, Zeigarnik asked the participants to describe what they had been working on. She discovered that the people who had been interrupted in their work were twice as likely to remember what they had been doing as the people who had been able to complete the tasks. We are living in an information explosion era, and we need mental tricks to help us remember a great deal of information. The Zeigarnik effect serves as a prime example. We hold on to information in the short term by constantly pulling it back into our awareness. By thinking of uncompleted tasks often, we’re more likely to keep remembering them until they get done. The Zeigarnik effect tells us a lot about how memory works and you can use the Zeigarnik effect to your advantage. If you are struggling to memorize something important, momentary interruptions might work to your advantage. Rather than simply repeating the information, review it a few times, and then take a break. Nevertheless, leaving too many tasks unfinished can lead to feelings of overwhelm and anxiety. Therefore, it’s crucial to use this effect wisely in practical applications. 12．What does the Zeigarnik effect mainly refer to according to the passage? A．People tend to forget completed tasks immediately after finishing them. B．Uncompleted or interrupted tasks are more likely to stay in people’s memory. C．Waiters have better memories than ordinary people when it comes to orders. D．Simple tasks are easier to remember than complex ones for most people. 13．What is the purpose of paragraph 3? A．To clarify a concept. B．To test an assumption. C．To analyze the causes. D．To give background information. 14．Which of the following cases best reflects the potential disadvantage of the Zeigarnik effect? A．Airing ads during the suspenseful moments in a TV series. B．Stopping writing at the thrilling plot of a story. C．Having many uncompleted tasks listed on the desktop. D．Interrupting students halfway through solving a math problem. 15．What can be a suitable title for the text? A．The Tricks of Developing Long-term Memory. B．The Z-Effect: How to Boost Recall of Finished Tasks. C．The Power of Completing Tasks Ahead of Schedule. D．The Z-Effect: How Interruptions Enhance Memory. 【答案】12．B 13．B 14．C 15．D 【解析】本文是一篇说明文。文章主要介绍了蔡格尼克（Ziegarnik）效应，包括其发现过程、实验验证、作用以及在实际中的应用和注意事项。 12．细节理解题。根据第一段中“There is a reason why it’s so hard to stop thinking about uncompleted and interrupted tasks, and psychologists called it the Zeigarnik effect (Z-effect).(很难停止思考未完成和被打断的任务是有原因的，心理学家称之为蔡格尼克效应)”和第三段中“She discovered that the people who had been interrupted in their work were twice as likely to remember what they had been doing as the people who had been able to complete the tasks.(她发现，那些在工作中被打断的人记住自己正在做的事情的可能性是那些能够完成任务的人的两倍。)”可知，蔡格尼克效应的典型特征是倾向于记住未完成的任务。故选B。 13．推理判断题。根据第三段中“Zeigarnik did a series of experiments, in which participants were asked to complete simple tasks such as putting together puzzles, or solving math problems. Half of the participants were interrupted partway through doing these tasks.(蔡格尼克做了一系列实验，要求参与者完成一些简单的任务，比如拼图或解数学题。一半的参与者在完成这些任务的过程中被打断)”和“She discovered that the people who had been interrupted in their work were twice as likely to remember what they had been doing as the people who had been able to complete the tasks.(她发现，那些在工作中被打断的人记住自己正在做的事情的可能性是那些能够完成任务的人的两倍)”可知，第三段主要是通过实验来验证蔡格尼克之前的假设，即未完成的任务会比已完成的任务更容易被记住。故选B。 14．推理判断题。根据第五段中“leaving too many tasks unfinished can lead to feelings of overwhelm and anxiety.(留下太多未完成的任务会让人感到不知所措和焦虑)”可知，蔡格尼克效应的潜在弊端是未完成任务过多引发负面情绪。“桌面列出许多未完成任务”符合“未完成任务过多”的场景，能体现该效应的弊端。故选C。 15．主旨大意题。根据第一段中“There is a reason why it’s so hard to stop thinking about uncompleted and interrupted tasks, and psychologists called it the Zeigarnik effect (Z-effect).(很难停止思考未完成和被打断的任务是有原因的，心理学家称之为蔡格尼克效应)”和全文内容可知，文章主要介绍了蔡格尼克效应，即人们倾向于记住未完成的任务，并通过实验验证了这一效应。文章还探讨了蔡格尼克效应在实际中的应用以及如何利用它来提高记忆力。由此可知，选项D“蔡格尼克效应：中断如何增强记忆”最能概括文章的主旨，适合作标题。故选D。 2.阅读7选5 体裁：说明文 字数：247 话题：社会生活——让家长会更有效的方法 For educators at any stage of their career, preparing for parent-teacher conferences often brings a certain level of anticipation. Over the years, I’ve come up with a few essential approaches that have made these meetings far more effective and meaningful. 16 Surprisingly, they guarantee your conference a success. My most important step begins early in the semester, well before conference schedules are finalized: I focus on building a genuine, positive relationship with each student’s family. 17 When caregivers already see you as a reliable partner by the time you meet, the conversation flows more openly and constructively. Another practice I rely on is maintaining clear and consistent communication throughout the term. Regular updates — whether through a brief class newsletter or a digital platform — keep families informed about what’s happening in the classroom. 18 Thus, it helps build a strong bridge between home and school. 19 Beyond the traditional in-person meeting, I also provide phone or video call alternatives, which helps me include caregivers who might otherwise be unable to attend the conference in the flesh due to work schedules, transportation, or family responsibilities. Finally, I view conferences as a collaborative (合作的) exchange. Conferences are an active conversation among all stakeholders: students, caregivers, and teachers. So, it’s a time for me to share data, observations, celebrations, and goals with caregivers. 20 I also actively encourage input from both the student and their family. This three-way dialogue helps ensure everyone is committed to the next steps. A．But that’s not all! B．They sound straightforward. C．The possibilities are endless. D．Financing all the families is the top priority. E．It is key to building trust for the entire school year. F．I’ve also found it helpful to offer conference options. G．This allows parents to feel connected to their child’s day-to-day learning. 【答案】16．B 17．E 18．G 19．F 20．A 【解析】本文是一篇说明文。文章介绍了几种让家长会变得更有效的策略。 16．由上文“Over the years, I’ve come up with a few essential approaches that have made these meetings far more effective and meaningful.(多年来，我总结出了一些关键方法，让这些会议变得更有效、更有意义)”和下文“Surprisingly, they guarantee your conference a success.(令人惊讶的是，它们能确保你的家长会取得成功)”可知，空格处需衔接“提出方法”与“方法的效果”，并评价方法的特点。B项“They sound straightforward.(这些方法听起来很简单)”符合语境，They指代上文“essential approaches”，“sound straightforward”与下文“Surprisingly”形成对比，突出“简单方法却有好效果”，承上启下。故选B项。 17．由上文“I focus on building a genuine, positive relationship with each student’s family.(我注重与每个学生的家庭建立真诚、积极的关系)”和下文“When caregivers already see you as a reliable partner by the time you meet, the conversation flows more openly and constructively.(当家长在见面时已将你视为可靠的合作伙伴，交流就会更坦诚、更有建设性)”可知，空格处需说明“建立积极家庭关系”的作用。E项“It is key to building trust for the entire school year.(这是整个学年建立信任的关键)”符合语境，It指代“building a genuine, positive relationship”，“key to building trust”承接“建立关系”的核心目的，为下文“家长视你为可靠伙伴”做铺垫，逻辑连贯。故选E项。 18．由上文“Regular updates — whether through a brief class newsletter or a digital platform — keep families informed about what’s happening in the classroom.(定期更新 —— 无论是通过简短的班级通讯还是数字平台 —— 让家庭了解课堂上的情况)”和下文“Thus, it helps build a strong bridge between home and school.(因此，这有助于在家校之间搭建坚实的桥梁)”可知，空格处需说明“定期更新”对家长的具体意义。G项“This allows parents to feel connected to their child’s day-to-day learning.(这能让家长感受到与孩子日常学习的联系)”符合语境，This指代“Regular updates”，“feel connected to their child’s day-to-day learning”解释了“定期更新”的实际价值，为下文“搭建家校桥梁”提供依据，衔接自然。故选G项。 19．由下文“Beyond the traditional  in-person meeting, I also provide phone or video call alternatives,  which helps me include caregivers who might otherwise be unable to  attend the conference in the flesh due to work schedules,  transportation, or family responsibilities.(除了传统的面对面会议，我还提供电话或视频通话的替代方案，这有助于我将那些可能由于工作安排、交通或家庭责任而无法亲自参加会议的护理人员包括在内)”可知，本段围绕“提供多种家长会形式”展开，空格处需作为主题句点明核心。F项“I’ve also found it helpful to offer conference options.(我还发现提供多种家长会形式很有帮助)”符合语境，“offer conference options”概括下文“面对面、电话、视频通话”等形式，also承接前文提到的“建立关系、定期更新”等方法，准确作为段落主题。故选F项。 20．由上文“So, it’s a time for me to share data, observations, celebrations, and goals with caregivers.(因此，这是我与家长分享数据、观察结果、值得庆祝的事以及目标的时刻)”和下文“I also actively encourage input from both the student and their family.(我还积极鼓励学生及其家庭提出意见)”可知，空格处需体现“分享”之外还有其他做法，形成递进。A项“But that’s not all!(但这还不是全部！)”符合语境，“But that’s not all”承接前文“分享信息”的做法，引出下文“鼓励家长和学生提意见”的补充行为，与also呼应，逻辑清晰。故选A项。 1 / 26 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $ 7选5+阅读理解组合练（01） 考试时间：50分钟 满分：50 每小题2.5分 得分： 1.阅读理解 A 体裁：应用文 字数：266 话题：环保使命 Join the National Geographic Society in Protecting Our Planet The future of life on the Earth depends on the survival of our ocean, which regulates the climate and provides food and livelihood for billions of people. However, climate change, overfishing, and other threats are destroying this irreplaceable resource. Our commitment The National Geographic Society is dedicated to protecting our global ocean and other critical ecosystems across the globe. How you can help The kindness and generosity of people like you enable our explorers to work on conserving marine life, rainforest, fresh water, and other ecosystems globally — a mission we have been committed to for a long time. By donating $35 or more, you can become a contributing Member and support our explorers and the society’s efforts to preserve the wonders of our world. Your contribution will back the society’s explorers and mission programs that employ science and storytelling to inspire actions. Urgency of our mission This work is urgent. Scientists emphasize the need to protect at least 30% of the lands, fresh water, and the ocean by 2030 to tackle the crises of biodiversity loss and climate change. While the task tests our ability and determination, together we can spread a message of hope and possibility, inspiring more people to act in defense of our ocean and other ecosystems around the world. Join and contact us Make a difference today by joining us with a gift of $35 or more. Help us protect the planet for future generations. For more information or to make a donation, please visit National Geographic Society’s website to contact us. 1．What do we know about the National Geographic Society? A．It is good at developing natural resources. B．It is aiming at offering food to many people. C．It is devoted to teaching the storytelling skills. D．It is committed to environmental conservation. 2．What is the task done by the National Geographic Society like? A．Challenging but necessary. B．Easy and fun. C．Time-saving and effortless. D．Urgent but unnoticed. 3．What is the main purpose of the text? A．To employ scientists. B．To report economic crises. C．To encourage donations. D．To introduce natural threats. B 体裁：记叙文 字数：357 话题：人物故事 On April 27, seven La Salle students traveled to Oregon Episcopal School (OES) to attend the annual Oregon Girls Sports Leadership Summit (OGSLS), aiming to educate participants on leadership and prepare them to be leaders in their own communities. About 200 students were in attendance, coming from schools all over Oregon to spend a day at OES. For freshman Ella Manson, the experiences OGSLS’s major speaker, Chantel Tremitiere, a former Women’s National Basketball Association(WNBA) athlete shared were the most impactful part of the event. She shared her views after years of playing professional basketball and the struggles she pushed through on her path to success. “She faced so many challenges in her life,” Manson said. “But she overcame them all and came out stronger.” Following Tremitiere’s speech, students were dismissed into “breakout sessions”, where they engaged in an activity called “compass (指南针) points”. The results of the quiz they took pointed them towards what sort of leader they were: north, south, east, or west, named for the points of a compass. Each point corresponded to a certain set of characteristics in different types of leaders — the action leader, the brainstorming leader, the empathetic (有同理心的) leader or the analytical leader. Freshman Tilden Babinec-Love found this activity to be the most useful. “Listening to other people talk about theirs, I’d think, ‘Oh, should I try to be more like that?’” Babinec-Love said. “Just listening to everyone’s different views was really cool.” At last, students were dismissed to lunch, where they heard from the last speaker of the day, Sam Moore, a sports scientist, who specializes in the effects of female hormones on their performance and well- being as athletes. After Moore spoke, the students were made to enter a breakout room where they were grouped based on the characteristics most important to them. Tournament- style, the students narrowed down their options until they reached a “Final Four”, helping them define the qualities they should focus on the most. Overall, the event was a success — it had a little something for everyone, regardless of their age, the sport they play or their past experiences with sports. 4．What does Ella Manson most probably think of Chantel Tremitiere? A．Confident. B．Strong-willed. C．Defensive. D．Warm-hearted. 5．What were the students asked to do in the activity “compass points”? A．Take a test. B．Analyze a leader. C．Fix a compass. D．Listen to a speech. 6．Why did Babinec-Love highly praise the activity? A．It made her aware of her weakness. B．It improved her listening skills. C．It gave her access to different cultures. D．It enabled her to learn from others. 7．What does the author imply in the text? A．Leadership skills are formed in practices. B．Being a leader should be every student’s focus. C．The OGSLS’ activities are beneficial to students. D．Leadership skills are the key to achieving success. C 体裁：说明文 字数：329 话题：人与自然——用蜂巢围栏解决人象冲突 Around the world, farmland is increasingly overlapping with elephant habitats, often resulting in dangerous interactions as elephants roam over people’s crops. But in Kenya, after decades of investigation, inspired by local knowledge of elephants’ dislike of beehives, researchers have come up with a simple but ingenious solution to discourage elephants: strings of beehive fences. These buzzing (嗡嗡响的) barriers are offering a gentle but effective way of reducing fights between farmers and elephants. The human-elephant conflict is a growing issue in several areas. In Kenya, where the population and demand for resources is growing, human-inhabited areas are increasingly overlapping with elephants’ ranges. Combined with the recovery of some elephant populations, this is leading to greater chance of conflicts between humans and these elephants. “Expansion of agricultural land, logging, urbanization, and getting smaller of elephant habitats are forcing elephants to make their way to human settlements in search of food and water,” says Greta Francesca Iori, an Ethiopian-Italian advisor on elephant conservation. To prevent these conflicts, scientists and locals have tested a variety of solutions to prevent elephants, from electric fences, watchtowers to noise-makers, but using bees to scare away elephants has emerged as a particularly promising and efficient tool. In the early 2000s, ecologist Fritz Vollrath and Iain Douglas-Hamilton heard a folk story about how trees in certain areas were not damaged by elephants because they had beehives in them. Inspired by the tale, they began working and confirmed that elephants avoid wild beehives and even make a series of sounds and warnings to others to stay away. Fritz Vollrath and Iain Douglas-Hamilton designed beehive fences. The fence goes all around a farm, with hives placed every 10 m between two posts. Attracted by natural attractants such as beeswax and lemongrass oil, African honeybees naturally multiply the beehives. Besides protecting crops, the fences produce honey for extra income and free farmers—often the front-line defenders—from risky nighttime guarding. And they are now spreading across the world, from Mozambique to Thailand. 8．What does the underlined word “ingenious” in paragraph 1 mean? A．Clever. B．Excusable. C．Uncertain. D．Challenging. 9．What is the main reason for elephants’ entry into human settlements? A．Farmers attract them with crops. B．Climate change reduces their habitats. C．Beehives frighten them away from forests. D．Human activities destroy their homes. 10．How did researchers develop the solution of using beehives? A．After studying elephants’ eating habits. B．Through scientific proof of a folk story. C．By copying Thailand’s elephant defense. D．Using high-tech sound warning systems. 11．What is the author’s attitude to the beehive-fence solution? A．Skeptical. B．Tolerant. C．Dismissive. D．Approving. D 体裁：说明文 字数：338 话题：研究报告 Have you ever found yourself having intrusive (侵扰的) thoughts about something you haven’t finished? Maybe a half-done work project is keeping you up at night or the suspenseful plot of a novel you’re reading keeps circling your thoughts. There is a reason why it’s so hard to stop thinking about uncompleted and interrupted tasks, and psychologists called it the Zeigarnik effect (Z-effect). The Zeigarnik effect was first observed by a Russian psychologist named Bluma Zeigarnik. While sitting in a busy restaurant in Vienna, Zeigarnik noted that the waiters had better memories of unpaid orders. Once the bill was paid, however, the waiters had trouble remembering the exact details of the orders. Zeigarnik did a series of experiments, in which participants were asked to complete simple tasks such as putting together puzzles, or solving math problems. Half of the participants were interrupted partway through doing these tasks. After an hour-long wait, Zeigarnik asked the participants to describe what they had been working on. She discovered that the people who had been interrupted in their work were twice as likely to remember what they had been doing as the people who had been able to complete the tasks. We are living in an information explosion era, and we need mental tricks to help us remember a great deal of information. The Zeigarnik effect serves as a prime example. We hold on to information in the short term by constantly pulling it back into our awareness. By thinking of uncompleted tasks often, we’re more likely to keep remembering them until they get done. The Zeigarnik effect tells us a lot about how memory works and you can use the Zeigarnik effect to your advantage. If you are struggling to memorize something important, momentary interruptions might work to your advantage. Rather than simply repeating the information, review it a few times, and then take a break. Nevertheless, leaving too many tasks unfinished can lead to feelings of overwhelm and anxiety. Therefore, it’s crucial to use this effect wisely in practical applications. 12．What does the Zeigarnik effect mainly refer to according to the passage? A．People tend to forget completed tasks immediately after finishing them. B．Uncompleted or interrupted tasks are more likely to stay in people’s memory. C．Waiters have better memories than ordinary people when it comes to orders. D．Simple tasks are easier to remember than complex ones for most people. 13．What is the purpose of paragraph 3? A．To clarify a concept. B．To test an assumption. C．To analyze the causes. D．To give background information. 14．Which of the following cases best reflects the potential disadvantage of the Zeigarnik effect? A．Airing ads during the suspenseful moments in a TV series. B．Stopping writing at the thrilling plot of a story. C．Having many uncompleted tasks listed on the desktop. D．Interrupting students halfway through solving a math problem. 15．What can be a suitable title for the text? A．The Tricks of Developing Long-term Memory. B．The Z-Effect: How to Boost Recall of Finished Tasks. C．The Power of Completing Tasks Ahead of Schedule. D．The Z-Effect: How Interruptions Enhance Memory. 2.阅读7选5 体裁：说明文 字数：247 话题：社会生活——让家长会更有效的方法 For educators at any stage of their career, preparing for parent-teacher conferences often brings a certain level of anticipation. Over the years, I’ve come up with a few essential approaches that have made these meetings far more effective and meaningful. 16 Surprisingly, they guarantee your conference a success. My most important step begins early in the semester, well before conference schedules are finalized: I focus on building a genuine, positive relationship with each student’s family. 17 When caregivers already see you as a reliable partner by the time you meet, the conversation flows more openly and constructively. Another practice I rely on is maintaining clear and consistent communication throughout the term. Regular updates — whether through a brief class newsletter or a digital platform — keep families informed about what’s happening in the classroom. 18 Thus, it helps build a strong bridge between home and school. 19 Beyond the traditional in-person meeting, I also provide phone or video call alternatives, which helps me include caregivers who might otherwise be unable to attend the conference in the flesh due to work schedules, transportation, or family responsibilities. Finally, I view conferences as a collaborative (合作的) exchange. Conferences are an active conversation among all stakeholders: students, caregivers, and teachers. So, it’s a time for me to share data, observations, celebrations, and goals with caregivers. 20 I also actively encourage input from both the student and their family. This three-way dialogue helps ensure everyone is committed to the next steps. A．But that’s not all! B．They sound straightforward. C．The possibilities are endless. D．Financing all the families is the top priority. E．It is key to building trust for the entire school year. F．I’ve also found it helpful to offer conference options. G．This allows parents to feel connected to their child’s day-to-day learning. 1 / 26 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $